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Learning to Read in a Balanced Literacy Environment Beginning Readers August 27, 2013. Presenters from Nanaimo Ladysmith Public Schools. Linda Baldwin Carole Hutchinson Shona Sneddon. Balanced Literacy Definition . The aim of balanced literacy is to encourage the development of skills in - PowerPoint PPT Presentation
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Learning to Read in a Balanced Literacy
EnvironmentBeginning Readers
August 27, 2013
Linda BaldwinCarole HutchinsonShona Sneddon
Presenters from Nanaimo Ladysmith Public Schools
Balanced Literacy Definition
WritingRepresenting
ReadingViewing
SpeakingListening
The aim of balanced literacy is to encourage the development of skills in
• speaking and listening (oral language), • reading and viewing, • writing and representing
to make meaning of the world and to prepare our students to be engaged, reflective lifelong learners.
Balanced Literacy Definition
WritingRepresenting
ReadingViewing
SpeakingListening
Our balanced literacy approach recognizes that learners need to use a variety of strategies and authentic tasks to become efficient readers, writers and communicators through a variety of literature and media.
As practitioners, we continually utilize ongoing assessment to inform our practice and to be responsive to student needs.
Balanced Literacy Definition
WritingRepresenting
ReadingViewing
SpeakingListening
Within balanced literacy, the gradual release of responsibility
(I do/We do/You do)
is used to empower students to apply strategies and skills to new learning opportunities.
Modeled ReadingTeacher reads a selection aloud to students
MOSTSUPPORT
Modeled WritingTeacher writes in front of students
Shared (Interactive) ReadingTeacher and students read text together
Shared (Interactive) Writing
Teacher and students both act as scribes to plan and create text
Guided ReadingTeacher supports students as they apply reading
strategies and skills to read text at student’s instructional level
Guided WritingTeacher supports students as they apply writing
strategies and skills to write text at student’s instructional level
Independent ReadingStudents choose and read self-selected texts
independently
LEAST
SUPPORT
Independent WritingStudents write text independently
COMPONENTS OF BALANCED LITERACY - GRADUAL RELEASE OF RESPONSIBILITY
Principles of Learning
Learning requires the active participation of the student
People learn in a variety of ways and at different rates
Learning is both an individual and a group process
ActivityWhat are classroom activities or instructional practices that would support each of these elements of reading?
Add to your handout, and write on post-it notes throughout to share at the end
Independent
Reader
Current research in literacy instruction suggests that successful literacy
programs include10 Essential Characteristics
(BC Ministry of Education IRP)
Ten Essential Characteristics of a Successful Literacy Program
Literacy learning in Kindergarten is critical to later success
A comprehensive and co-ordinated literacy program is crucial.
Ten Essential Characteristics of a Successful Literacy Program
Professional learning communities support a comprehensive and co-ordinated literacy program.
An extended and uninterrupted block of time for literacy learning is essential.
Ten Essential Characteristics of a Successful Literacy Program
Literacy experiences must strongly support student engagement.
Ongoing assessments are used to drive instruction and support learning.
Ten Essential Characteristics of a Successful Literacy Program
Focussed teaching is essential.
A resource-rich environment makes a big difference.
Ten Essential Characteristics of a Successful Literacy Program
Struggling and/or reluctant literacy learners benefit from research-based interventions
Ten Essential Characteristics of a Successful Literacy Program
Successful family-school partnerships improve student literacy learning
Five Elements of Reading
IndependentReader
Decoding and Word
Recognition
FluencyComprehension
Vocabulary
Phonological Awareness
Phonological awareness:
Five Elements of Reading
• is auditory and is the ability to recognize, combine and
manipulate basic sound units of the spoken word
• there is no evidence that phonological awareness is taught in a
specific order, however, below is a progression of elements
which range from the easiest to the most difficult
• it is the foundation upon which reading is taught and can be
integrated into every component of the primary literacy program
Rhymi
ng
Alliteration
Sentence
Segmenting
Blending and
Segmenting Syllables
Phoneme Manipulation(recognition,
isolation, blending, segmenting,
deletion, addition, substitution)
Decoding and word recognition:
Five Elements of Reading
• the ability to accurately sound out words and is fostered through
explicit and systematic phonics instruction
• phonics teaches the principles of letter-sound relationships,
including letter patterns and how to correctly pronounce words
Five Elements of Reading
• understanding the letter sound relationship enables the reader
to more efficiently figure out words they haven’t seen before.
• although models may vary slightly, elements to teach phonics
are systematic
Alphabetic Princi
pal
Short vowels &
consonants
(VC and CVC
pattern)
Final e(CVCe patter
n)
Clusters and
Blends(br, cl,
str)
Digraphs
(ch, sh, wh, etc.)
Complex
Vowels
Multisyllabicdecod
ing
Five Elements of Reading
There are four main approaches to phonics instruction:
A. Synthetic approaches that start by teaching the individual
sounds and then how to blend them into words
B. Analytic approaches that teach the whole word first, then the
component sounds within the word are analyzed
C. Analogic approaches teach students to apply word parts they
know to identify and write new words
D. Phonics through spelling which is an approach that introduces
letters, sounds and patterns with immediate links to writing
Fluency:
Five Elements of Reading
• the ability to read smoothly and accurately with appropriate
expression and intonation
• if able to successfully decode, fluent readers can concentrate
on making connections and develop a deeper understanding of
what they are reading
Vocabulary:
Five Elements of Reading
• a reader’s vocabulary can be developed in the classroom by
using open ended questions and wherever possible
paraphrasing their responses with a richer vocabulary
• there is a direct correlation between having a strong vocabulary
base and having greater success in learning to read
A variety of rich language
experiences
Explicit teaching of individual
words
Teaching vocabulary strategies
Promoting an awareness and
interest in words
Comprehension:
Five Elements of Reading
• is the active, fluent construction and revision of the meaning of
text
• when constructing meaning students engage in three
different
levels of thinking: literal, inferential and critical Literal:
information that is explicitly
stated in the text
Inferential: a connection to
known concepts/ideas or previously read material
Critical: evaluating what the reader reads relative to the meaning it
holds for them and the author's intent
Why do we need to organize and teach the learning routines?
Learning Routines
-learning routines are habits of the mind that are self-directed and self-monitored (Rog, 2013 Read, Write, Play, Learn…)
-whichever structure you use it is important to model, demonstrate and practice what you want your students to be able to do (Gradual Release of Responsibility, Pearson & Gallagher 1983)
Daily 5 (Boushey & Moser, 2005)“ Building Muscle Memory”
The Daily 5 and The Cafe
The Daily 5 and The Cafe
The Teacher’s Guide to the Four Blocks (Cunningham, Hall & Sigmon, 1999)
FrameworkRepresents four different approaches to teaching children to readDaily incorporating the different approachesUses a variety of formats to make each block as multilevel as possible
The Four Blocks
How do effective learning routines look in the context of a balanced literacy classroom?
Learning Routines
ProgramFits in the Working with Words section of a balanced literacy program and covers the phonological awareness, decoding and word recognition elementsReview soundsBig BookStudent sound bookPractice sheetWord cards for blendingWord games and segmentingTricky words
Programuses pictures containing familiar objects, action and scenes to draw out words from children’s listening and speaking vocabularythe purpose of PWIM is to develop the students’ vocabulary, concepts about words, sentence and paragraph structuresthe strategy can be used whole class, small groups, pairs or individualsFits within the guided reading and writing sections of a balanced literacy program and covers the vocabulary and comprehension elements
PWIM : Picture Word Inductive Model (Calhoun, 1998)
Program
Fits within the Working with Words part of a balanced literacy program and covers the phonological awareness element
Primary purpose to guide instruction and meet needs of students
Of learning – confirm what students know: summative, marksFor learning – modify teaching or activities: formative, descriptiveAs learning – role of the student: personal reflection
Assessment
Screening – brief test to asses an individual in order to identify a need for help or interventionUniversal or district screening – may indicate areas of curriculum that need supplemental support or identifies what students are at risk and may need additional diagnostic assessmentProgress monitoring – repeated assessment of target skills to see progress toward essential learning outcomes and to determine the effectiveness of an interventionDiagnostic assessments – individually administered to discover specific areas of skills deficits and provide baseline data
Assessment
Critical that students be assessed upon entering school and continue to be frequently assessed in the early years as they begin to readInitial assessment provides a baselineInformal throughout the year allows the teacher to address students’ individual needs and give extra assistance or change instructionImbed in instruction when possibleExamples include: anecdotal records, conferences, checklists, rubrics, products, response groups, learning logs, interviews
Assessment
Activity CompletionPut your post-it note activities on the appropriate chart paper
Independent
Reader
Participant Activities for the 5 elements of readingPhonological AwarenessRubber band words
Segmenting
Word sorts
McCracken
Explode the Code
Primary Phonics
Zoo Phonics
Sort pictures by sounds – initial, vowel, endings
playing with sounds in words using blocks
Games
rhymingstudent created word games
Lexia
Decoding and Word RecognitionLexia
sticker scenes
word searches
flip books
Bingo
memory games with sight words
Writing
word within a word
Primary Success
Dolch words
McCracken
Explode the Code
Primary Phonics
fill in the blank sentences
Crosswords
"does that look right?“
lots of easy reading books
spelling
VocabularyLexiaword searches
picture induction
write out
pre-discuss
word wall
Paraphrase
stories with good vocabulary
Dictionary practice
research projects
spell aloud
1,2,3 Spell
Fluencyshort "fold and say" stories
shared, choral reading with poetry or chants
daily practice
read aloud, read along
use different voices
partner reading
repeated reading
sing and definition
small grouplearning and discussion
Apps
model
Comprehensionliteracy circles
shared reading
check for understanding
reading power strategies
re-tell - summarize story
story elements
word toss
open discussion
write, read, write
book reports
literal, inferential, critical, evaluating
Foundations for literacy http://foundationsforliteracy.cllrnet.ca/index.php/Foundations_For_Literacy
Jolly Phonics http://www.jollylearning.co.uk/
Summer Institute http://successforallsummerinstitute.weebly.com
Websites
Thank you for attending this workshop. Enjoy the last few days of summer!